30 Formative Feedback Ideas From GoReact
54 formative assessments
Administering and Interpreting Standardized Tests
Assessment Glossary
Constructed Response Questions
Differentiated Instruction
During lesson formative assessments
EXAMPLE OF HOLISTIC RUBRIC
Formative and Summative Assessments
Good Feedback Strategies
Grading and Reporting Student Learning
High Quality Classroom Assessments
How to Create Rubrics
Intro Constructed Response
Introduction to Assessment in Education
Intro to PORTFOLIOS
Intro to Selected Response
Intro to Standards and Learning Targets
Methods of High Quality Classroom Assessments
Online Tutorial for Creating a Rubric
PA Test Accommodations
Performance Assessments
Performance Assessments Intro
Phrases-of-Encouragement-2
Portfolios
Post lesson formative assessments
Preassessment and Formative Assessment
PreAssessmentStrategies
Procedures for administering Assess_Chap 6
Reliability and Validity
Rubistar
Rules for Improving Feedback
Selected Response
SmileySentencesPoster
Standards and Learning Targets
Summative Assessments
Tools for Improving Feedback Skills
Using Data to Make Instructional Decisions
Video_Anatomy of Measurement
Video_Anatomy of Measurement: Reliability, Validity, and Fairness
Video_Anatomy of Measurement: Standardized Test Development
Video_Anatomy of Measurement: Standardized Test Scoring
Video_Functional Behavioral Assessment: Conducting an ABC Analysis
Video_Instructions for completing ABC form
waystopraiseachild
What is the teacher’s role in assessment
Writing Measurable Goals and Objectives
Assessment in Education
Overview
This is a complete course for those who are teaching pre-service teachers about Assessment.
Introduction
Are we teaching what we think we are teaching? Are students learning what they are supposed to be learning? Is there a way to teach the subject better, therefore promoting better learning? This learning module will explore the following learning targets:
- Identify purposes for assessments and who the stakeholders are
- Identify how formative and summative classroom assessments are integral to instruction.
- Recognize and develop high-quality assessments for evaluating student work.
- Recognize and develop high-quality rubrics for evaluating student work.
- Recognize the need for data and understand how data is used to inform instruction
The following are available for your review:
PPT_Introduction to Assessment in Education
PPt_What is the teacher's role in assessment?
Assessment Glossary
Video_Anatomy of Measurement
High Quality Classroom Assessments
Discussion: Multiple Choice Questions
What unit of study or hobby topic did you choose to teach when reviewing the
PPT_Intro to Selected Response Questions? Along with the topic, use the question stems within the PPT to write at three selected response questions for your topic.
You will make an initial post prior to reviewing the posts from others. Use what you know to help others make their questions better. Review at least two peers and rewrite one of their questions to make it better. Then, explain why it is better. The purpose of this discussion is not to compliment your peers, but to help them improve, so do not respond that there is nothing to improve.
Rubric: Initial post -- topic and 3 multiple choice questions (6 points), review with reasonable improvement and explanation (1 and 1), review of second peer (1 and 1).
Discussion: MC for Application
Use the PPT for Selected Response to practice writing a Multiple Choice Question for application. What is application? Review (Google) Bloom's Taxonomy if you forgot. Write an initial post making two application multiple choice questions for your topic of study (same one from Discussion Question One.
Review two peers and rewrite one of their questions and explain why your rewrite is better.
Rubric: Initial post of 2 MC questions using application (6 points), response to peer -- rewrite and explanation (1 and 1), and response to second peer (1 and 1).
Discussion: Binary Questions
Using the same topic for multiple choice questions, write 3 binary choice questions. Try
to provide students with a set of information new to them, perhaps a portfolio, set of data, or a written work of some type, then ask various forced choice questions related to the content or the presence/absence of certain characteristics in the work.
This will help you in writing a binary choice question using higher level learning.
Initial post of 3 questions followed by peer reviews (2) suggesting improvements and explanation of why it is better.
Initial post (6 points) and reviews (1 and 1 and 1 and 1)
Discussion: Matching Questions
Create a set of matching questions for this post, using the same topic of study from the previous discussions.
Try writing an interpretive exercise using a set of data, a diagram, a table or graph, or a paragraph or other type of writing. Use multiple questions for the same given information. Use the question starters provided in the PPT if needed.
Write one set of questions with at least 5 stems. Review 2 peers and rewrite questions to show improvement and explain why.
Initial post (6 points) and responses (2 and 2)
Create a Test_Selected Response
Choose a NEW topic and create a sample test. This test will follow the guidelines of the PPTs provided and include multiple choice, binary choice, and matching items. Please include instructions for each section of the test.
10 Multiple Choice -- at least 5 will be application level
10 Binary - at least 5 will include a set of new information that students must interpret to answer the questions
10 Matching - at least 5 questions will include interpretive information
10 -- include an alternate test with accommodations for an exceptional learner -- this is a variation of the test (completely new test with adapted questions) and a list of adaptations that will be needed to administer the test (for example, extended time) Use the link below to find appropriate accommodations.
Accommodations Guidelines for PSSA and Keystone Exams.pdf
Discussion: Constructed Response
Try writing constructed response questions for a topic you would like to teach.
Identify the topic.
Write one Completion question.
Write one Short Answer question.
Write one Essay question.
Before submitting, review your questions. Can you make them higher order questions?
Post and then review and give feedback to 2 peers by rewriting questions to make them better and then explaining why.
6 points for initial post and 4 for reviews
Create a Test #2_Constructed Response
Choose a topic and create a sample test. This test will follow the guidelines of the PPTs and include completion and short answer items as well as essay questions. Include instructions with each section of the test.
10 Completion (10 points)
10 Short Answer (10 points)
2 Essays (5 points each)
Discussion: Performance or Product Assessments
Try creating a performance or product assignment/assessment for a topic you would like to teach.
Identify the topic.
Give a complete, detailed description of the performance/product with clear instructions for step by step completion and check points.
Before submitting, review your assessment, can you make it higher order?
We will create the rubric for this assignment in the next discussion board.
Post and then review and give feedback to 2 peers by rewriting assignment to make them better and then explaining why.
6 points for initial post and 4 for reviews
Create a Test:Performace/Product Assessment with Rubric
Using a topic of your choice and following the guidelines of the resources provided, you will create a performance or product assessment and a corresponding scoring rubric.
Identify the Standard using PDE SAS or Common Core (5 points)
Presentation or Product Assessment (Clear instructions with detailed checkpoints - 10 points)
Rubric (clear criteria showing the student exactly what is expected - 10 points)
10 points -- include an alternate test with accommodations for an exceptional learner -- this is a variation of the test (completely new test with adapted questions) and a list of adaptations that will be needed to administer the test (for example, extended time) Use the link below to find appropriate accommodations.
A concern of many teachers is that they frequently have the task of constructing tests but have little training in doing so. Teachers tend to use tests that they have prepared themselves more than other types of tests (Clay, 2001). Students report a higher level of anxiety over teacher-made tests (64%) mostly due to poor test construction, irrelevant or obscure material coverage, and unclear directions (Summary Data on Teacher Effectiveness, Teacher Quality, and Teacher Qualifications, 2001).
In this Section, we will review the various types of teacher-made tests and how to create these tests. Please see the following for your review:
PPT_High Quality Classroom Assessments
PPT_Methods of High Quality Classroom Assessments
The multiple choice item consists of the stem, which identifies the question or problem and the response alternatives or choices. Usually, students are asked to select the one alternative that best completes a statement or answers a question. They can be used to test factual recall as well as levels of understanding and ability to apply learning.
One way to write multiple choice questions that require more than recall is to develop questions that resemble miniature "cases" or situations. Provide a small collection of data, such as a description of a situation, a series of graphs, quotes, a paragraph, or any cluster of the kinds of raw information that might be appropriate material for the activities of your discipline. Then develop a series of questions based on that material. These questions might require students to apply learned concepts to the case, to combine data, to make a prediction on the outcome of a process, to analyze a relationship between pieces of the information, or to synthesize pieces of information into a new concept.
A simple matching item consists of two columns: one column of stems or problems to be answered, and another column of responses from which the answers are to be chosen. Traditionally, the column of stems is placed on the left and the column of responses is placed on the right. Include clear instructions. Usually matching items measure recognition of factual knowledge rather than higher order thinking skills such as analysis and synthesis. However, variations canbe c onstructed to aim for higher levels of thinking. Example below:
A (Na11) B (CI17) C (H1 )
22.9898 35.453 1.00797
l + 1, 3, 5, 7 l
(Ne)35 (Ne) 3s2 3p5 ls’
892 -34.7 -252.7
97.5 -102 -259.2
0.97 1.56 0.07 1
Refer to the chemical symbols above to answer the following:
___1. Which of the above elements has the largest atomic weight?
___2. Which of the above elements has the largest atomic number?
___3. Which of the above elements has the lowest boiling point?
___4. Which of the above elements has the lowest melting point?
___5. Which of the above elements has the highest density?
___6. Which of the above elements has the least number of electrons?
___7. Which of the above elements has the least number of protons ?
___8. Which of the above elements represents chlorine? ___9. Which of the above elements represents sodium?
OR Ranking Example
TOPIC: Social Studies, Western Civilization Directions:
Number (1-8) the following events in the history of ancient Egypt in the order in which they occurred, using 1 for the earliest event.
_____Egypt divided; ruled by Libyan kings, Nubian pharaohs, Assyrians, and Persians
_____Seizure of power by Hyksos kings
_____Upper and Lower Egypt are united by Menes
_____Alexander the Great conquers Egypt
_____Reunification of Egypt under pharaoh Mentuhotop II
_____Rise of feudal lords leads to anarchy
_____Thutmose III expands empire to the Euphrates
_____Many kings with short reigns; social and political chaos
PPT_Intro to Selected Response Questions
PPT_Selected Response
PPT_Intro to Constructed Response Questions
PPT_Constructed Response Questions
PPT_Performance Assessments Intro
PPT_Performance Assessments
PPT_Intro to Portfolios
PPT_Portfolios
ADDITIONAL TEST LAYOUT TIPS
1. Include simple, succinct directions to include the following: ! How to record answers if they are not to write on the exam ! Whether or not to show work on problems ! The point value for different items ! Directions on how to use an answer sheet if provided
2. Avoid splitting a test item between two different pages
3. Leave the appropriate amount of space for each item 3. Leave wide enough margins for your comments, points, etc.
4. Group similar items together
5. If it is a large exam, it might be worthwhile to group items according to content as well
6. Leave space for the students name if they write on the exam.
7. Start with your easiest items in each section
Rubrics
Discussion Board: Rubrics
Try creating a rubric for your previously created performance or product assignment/assessment for a topic you would like to teach.
Identify the topic.
Use http://rubistar.4teachers.org/index.php (Links to an external site.) as a tool to help you, or create your own style of rubirc.
Post and then review and give feedback to 2 peers by rewriting assignment to make them better and then explaining why.
6 points for initial post and 4 for reviews
A rubric is a scoring guide that seeks to evaluate a student’s performance based on the sum of a full range of criteria rather than a single numerical score. Knowing how to create and use rubrics gives you a better understanding of assessment and another option for assessing student performance. Rubrics are a great way to improve communication, learning, and grading fairness.
Please review the following:
PPT_How to Create a Rubric
Online tutorial for creating a rubric -- url in the resources
Can I create a rubric for kindergarten or preschool? Of course! See attachment sample in the resources.
Example of Holistic Rubric/Checklist
There are many sites for creating your own rubric or borrowing and editing one that is already constructed. See the url for Rubistar.
Feedback
Feedback Practice Grade 2
What does 5 plus 3 equal?
- Brooke: It could be 8.
- Juan: 9
- Jason: 53
- Ashley: 8
Use the information in the PPTs to provide an appropriate teacher prompt that moves each student closer to the correct or more confident answer.
5 points for each appropriate response
Feedback Practice
Critique the following:
“Selana arrives at her English university. She is a good student and wants to do well. After a few weeks, she is asked to write an assignment. When she sits at her computer, she finds that she can only think of the complex ideas she has grappled with on the course in her mother tongue, which is not English. It is an enormous strain to write these ideas and she cannot think directly in English. She has to translate her thoughts one by one. When she gets the essay back, she is extremely disappointed with her mark. She is used to excellent results. Some of the feedback relates to her use of English and is very discouraging.
Her tutor has written:
‘There are hints of some interesting ideas in this essay but they are often difficult to understand because you do not express them clearly. Please check your English carefully before you hand in your work There are too many errors here.’” (Duhs, 2010, 6)
Think about the feedback. Try to redraft it so that it feeds forward and helps Selana to feel less apprehensive about her next essay.
Points 10 less apprehensive
10 moves student toward improvement
Feedback is crucial to student success.
Please review the following:
PPT_Rules for Improving Feedback
PPT_Tools for Improving Feedback
Phrases of Encouragement
Good Feedback Strategies
Ways to Praise a Child
Formative and Summative Assessments
Formative assessments are used to inform instruction. These assessments are not graded. They let the teacher know, do I go on? Do I review? Do students understand? Do students need more practice? Do I need to change the presentation or learning method?
Summative assessments are often graded and are used to sum up an area of study, for example chapter or unit tests or standardized tests.
The following are available for your review:
PPT_Formative and Summative Assessments
Formative Assessment Ideas
PPT_Summative Assessments
PPT_Putting Assessments Together
Preassessment Strategies
During Lesson Formative Assessment
Post Lesson Formative Assessment
30 Fresh Ideas for Adding Formative Assessment to Your Teaching
54 Formative Assessment
Reliability, Validity, and Fairness
Discussion Board: Reliability and Validity
What are some ways to improve reliability and validity for your teacher-made
assessments?
Initial post (6 points)
2 peer reviews (4 points)
Reliability is another term for consistency. If one person takes the samepersonality test several times and always receives the same results, the test isreliable. A test is valid if it measures what it is supposed to measure.
Please see the following for your review:
Video_Anatomy of Measurement: Validity, Reliabiity, and Fairness
PPT_Reliability and Validity
Standards and Learning Targets
PSSA Data Analysis Project -- 50 points
Please see instructions and rubric for analyzing the given data and giving your teacher recommendations. There are times when you will be serving on data analysis teams and you will make recommendations based on data review for your classroom, your grade level or department, your school, and your district. Think deeply, don't just look at the surface results. Satisfactory analysis and suggestions will receive half points while thorough analysis and thoughtful responses will receive full points for each of the criteria.
Use the attached data and analyze it!
Look at the scores, look for patterns, and look for abnormalities.
Write about what you see.
Write about what you would do next as a teacher.
Answer each of the following separately:
1. Scoring: (8 points)
How is this school doing compared to the district for Reading? For Math? For Science? For Writing?
2. Do you see any trends or patterns in the data when comparing School Data over the past three years? Compare the school data to the district and state. (8 points)
- Reading
- Math
- Science
- Writing
3. Look at the Performance Level Distribution by subject and group. What groups need the most support and in what areas? Looking at the disaggregation of data, what would you recommend to do next as a school? (8 points)
4. Look at the Performance Level Distribution by Subject and Grade. What grades and subjects need the most support? What would you recommend next as a teacher? (8 points)
5. Look at the Performance Level Distribution by Subject, Grade, and Reporting Category. What areas/anchors within what subjects need the most support? What would you recommend next as a teacher? (8 points)
6. Prepare recommendations for instruction. What would you do next to help this school? Give at least 5 recommendations for support. (10 points)
One point will be deducted for each Spelling and/or Grammar Error!! Ask someone to proofread for you!!
Standards and Learning Targets are set to guide the teacher in what the students should know and be able to do in each content area and at each grade level.
Please see the following for your review:
PPT_Introduction to Standards and Learning Targets
PPT_Standards and Learning Targets
Video_Anatomy of Measurement: Standardized Test Development
Video_Anatomy of Measurement: Standardized Test Scoring
PPT_Administering and Interpreting Standardized Tests
Special Needs
Discussion Board
Test Accommodations
Jul 28 at 10:42am
No unread replies.No replies.
Choose one question from each of your previous selected response practice questions (one multiple choice, one matching, one binary) . REWRITE each of the three questions by using the PA Test Accommodations guide. Find an appropriate way to rewrite each question.
Accommodations Guidelines for PSSA and Keystone Exams.pdf
Review 2 peers giving feedback for improvement.
Initial post (6) and peer feedback (4)
Assessments give educators guidance as to how to provide the best services and support for children. Educators require multiple measures to ensure that they gain an accurate picture of a student’s performance compared with others at the same grade level.
Please review the following:
PPT_Differentiated Instruction
PPT_Pre-assessment and Formative Assessment
So, what if the student is NOT ready or does NOT understand the content or skill you are teaching. Besides the differentiated instuction, you may also differentiate the assessment by providing accommodations in the areas of differentiation so often discussed: content, process, product.
Content: test less or different material
Process: how the test is given - separate room, provide a scribe, open book, etc.
Product: give a choice of the product used for performance or product assessment, provide less choices for multiple choice, provide different vocabulary or simpler terms in the question stems, etc.
See the url for PA Accommodations permitted in the resource section.
Grading and Reporting Student Learning
| Unit Test Basic +/- Facts (20) | Quiz #1 Addition Regrouping (18) | Quiz #2 Addition Regrouping (24) | Test Form A Addition Regrouping (20) | Test Form B Addition Regrouping (20) | Quiz #1 Subtraction Regrouping (18) |
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Alexis | 19 | 17 | 23 | 19 | 16 | 12 |
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Caroline | 20 | 18 | 24 | 20 | 15 | 13 |
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Daniel | 12 | 10 | 11 | 9 | 12 | 8 |
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Heather | 18 | 18 | 22 | 18 | 15 | 13 |
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John | 19 | 17 | 22 | 19 | 16 | 14 |
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Katherine | 20 | 18 | 24 | 20 | 14 | 14 |
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Kristina | 20 | 17 | 23 | 19 | 17 | 12 |
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Lisa | 18 | 17 | 23 | 19 | 16 | 11 |
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Michael | 17 | 12 | 12 | 14 | 16 | 12 |
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Mitchell | 19 | 18 | 23 | 19 | 15 | 13 |
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Patrick | 20 | 18 | 24 | 20 | 17 | 14 |
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Samantha | 18 | 16 | 22 | 18 | 14 | 13 |
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Steven | 20 | 18 | 24 | 20 | 18 | 15 |
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Todd | 19 | 17 | 22 | 18 | 16 | 12 |
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Classroom Data Analysis
Use the given data and analyze it!
Look at the scores, look for patterns, and look for abnormalities.
Write about what you see.
Write about what you would do next as a teacher.
Add another score in the last column and determine final grades.
How would you report progress to parents? Choose one student and write a paragraph explaining the progress of the student.
Scoring:
Look at the scores, look for patterns, and look for abnormalities.
Write about what you see: Patterns – 5 points, Abnormalities – 5 points
Write about what you would do next as a teacher – 10 points
Add another score in the last column and determine final grades – 5 points
Reporting progress to a parent – 10 points
One point will be deducted for each Spelling and/or Grammar Error!! Ask someone to proofread for you!!
There are many ways to grade and report student learning. Consider the scenarios in the following PPT.
PPT_Grading and Reporting Student Learning
Special Needs Part II
Measurable Goals from ER
Use a sample ER to write 2 measurable goals for this student for the student's IEP based on PLOP, specially designed instruction, adaptations, accommodations, aids, supports, and services. With specialized terminology, interpret the IEP Goals for the parent including the assessment data from the ER and explain how and when the progress will be reported using progress monitoring data and benchmark data. Progress monitoring can be done weekly to see if there is progress from the student. Benchmark data is usually assessed quarterly to see if there is progress.
Two Measurable Goals -- 5 points each
Interpretation for Parents of the goals using specialized terminology -- 10 points
FBA Analysis
Using given video observation, create an ABC observation and interpret findings based on your data.
Follow along in the video and recreate the SAME ABC form that the observer is using in the video. You should have the same form that she creates in the video.
The next part you do on your own. Analyze the ABC observation and make recommendations to change the misbehavior in the classroom. Make at least 3 recommendations to change the behavior and explain why you are making those recommendations.
Use these forms for the observation. There are sample ABC completed forms for your review in this packet.
Submit your ABC completed form and also the recommendations and explanations of why you are making those recommendations.
10 - ABC completed form
10 - recommendations with explanations
Functional Behavioral Assessment: Conducting an ABC Analysis (Links to an external site.)
Please see the following for your review:
PPT_Writing Measurable Goals and Objectives
Video_Instructions for completing ABC form
Video_Functional Behavioral Assessment: Conducting an ABC Analysis
Using Data to Make Instructional Decisions
Instructions for formulating Homogeneous and Heterogeneous Groups from Data
- Use a ruler to make this easier.
- Make a table large enough to list all students vertically and include 3 columns. For example:
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- Make heading for the area you are sorting data:
Reading Informational Text |
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- Then, list students in the left column according to this order:
Low, Low Avg, Avg, High Avg, High
- When you have one group complete, copy and paste to Homogeneous column. Highlight that group.
Reading Informational Text | Heterogeneous | Homogeneous |
Joe |
| Joe |
Sally |
| Sally |
Mary |
| Mary |
Percy |
| Percy |
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- Complete next group, Low Avg and copy and paste, then highlight a different color.
Reading Informational Text | Heterogeneous | Homogeneous |
Joe |
| Joe |
Sally |
| Sally |
Mary |
| Mary |
Percy |
| Percy |
Nancy |
| Nancy |
Katie |
| Katie |
Tony |
| Tony |
Olivia |
| Olivia |
Henry |
| Henry |
GARRETT |
| GARRETT |
SUSAN |
| SUSAN |
DANYA |
| DANYA |
MELISSA |
| MELISSA |
DAVID |
| DAVID |
KRISTI |
| KRISTI |
KATRINA |
| KATRINA |
MICHAEL |
| MICHAEL |
DANA |
| DANA |
JOAN |
| JOAN |
LOUIS |
| LOUIS |
- Continue pattern with all remaining groups as shown above. If one group is very small, you may combine it with the next group or previous group.
- YOU NOW HAVE HOMOGENEOUS GROUPS. USE THIS GROUPING WHEN YOU WANT TO DIFFERENTIATE THE PRODUCT, THE PROCESS, OR THE CONTENT.
FOR EXAMPLE, AN ASSIGNMENT IS GIVEN ON READING INFORMATIONAL TEXT. THE FIRST SAMPLE IS WRITTEN FOR LOWER LEVEL READERS, AND THE SECOND IS FOR HIGHER LEVEL READERS. THIS IS AN EXAMPLE OF DIFFERENTIATING THE PRODUCT – WHAT THE STUDENT IS EXECTED TO DO OR COMPLETE AFTER THE LESSON. NOTICE THAT NOT MORE WORK IS GIVEN TO HIGHER LEVEL STUDENTS, BUT DIFFERENT WORK – AT A HIGHER LEVEL OF LEARNING.
Name:_____________________________ Date:___________ Title of text:______________
3- List 3 important facts from the text : 1.________________________________________________________________ 2.________________________________________________________________ 3.________________________________________________________________
List 2 things you found interesting: from the text:
1. ______________________________________________________________
2. ______________________________________________________________
List 1 question you still have after reading:
1. ______________________________________________________________
Name:_____________________________ Date:___________ Title of Text:______________
List 3 important facts from the text: (for example a Social Studies text.)
1.________________________________________________________________ 2.________________________________________________________________ 3.________________________________________________________________
Compare these facts to the today’s political climate using at least four details from today’s newspapers and news stations.
______________________________________________________________
______________________________________________________________ ______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
If ________ were President when this event had occurred, how might things have gone differently?
______________________________________________________________
______________________________________________________________ ______________________________________________________________
______________________________________________________________
______________________________________________________________
- To form Heterogeneous Groups from this data, count the number of students altogether. In this example, we have 20 students. Decide how large you want the groups. In this example, we will do groups of 4. Start with the 2 highest students and copy and paste them to the first group. Because there are 20 students in this class, we will count the first 10 as the lower level students in the group. However, we want the 2 highest students to be grouped with numbers 9 and 10 (the highest of the low). Then highlight this group.
Reading Informational Text | Heterogeneous | Homogeneous |
JOE | JOAN | JOE |
SALLY | LOUIS | SALLY |
MARY | HENRY | MARY |
PERCY | GARRETT | PERCY |
NANCY |
| NANCY |
KATIE |
| KATIE |
TONY |
| TONY |
OLIVIA |
| OLIVIA |
HENRY |
| HENRY |
GARRETT |
| GARRETT |
SUSAN |
| SUSAN |
DANYA |
| DANYA |
MELISSA |
| MELISSA |
DAVID |
| DAVID |
KRISTI |
| KRISTI |
KATRINA |
| KATRINA |
MICHAEL |
| MICHAEL |
DANA |
| DANA |
JOAN |
| JOAN |
LOUIS |
| LOUIS |
- Take the next two highest students, numbers 17 and 18, and the next two in the low group, numbers 7 and 8, and form the next group. Highlight this group.
- Continue until all groups are formed. – 5 groups of 4.
Reading Informational Text | Heterogeneous | Homogeneous |
JOE | JOAN | JOE |
SALLY | LOUIS | SALLY |
MARY | HENRY | MARY |
PERCY | GARRETT | PERCY |
NANCY | MICHAEL | NANCY |
KATIE | DANA | KATIE |
TONY | TONY | TONY |
OLIVIA | OLIVIA | OLIVIA |
HENRY | KRISTI | HENRY |
GARRETT | KATRINA | GARRETT |
SUSAN | NANCY | SUSAN |
DANYA | KATIE | DANYA |
MELISSA | MELISSA | MELISSA |
DAVID | DAVID | DAVID |
KRISTI | MARY | KRISTI |
KATRINA | PERCY | KATRINA |
MICHAEL | SUSAN | MICHAEL |
DANA | DANYA | DANA |
JOAN | JOE | JOAN |
LOUIS | SALLY | LOUIS |
- WITH HETEROGENEOUS GROUPING, IT IS EASY TO CHANGE THE PROCESS. FOR EXAMPLE IF STUDENTS ARE WORKING IN THESE SMALL GROUPS TO READ A PASSAGE OR LOOK UP RESEARCH ON THE INTERNET, HIGHER LEVEL STUDENTS ARE ABLE TO ASSIST LOWER LEVEL STUDENTS WITH THE READING.
- I would then call the groups A groups (Heterogeneous groups) and B groups (Homogeneous groups) when you want to move students to groups or provide variations in work, etc. You could consider names for the groups like animals or food that compliments each other like peanut butter and jelly or cake and ice cream.
WISE school teams use data frequently to make educational/instructional decisions. Data analysis will help you work smart rather than hard. Where are the strengths and weaknesses for the school/class/individual?????? There are many questions to guide you through data and assist you with making those decisions. Please see the following for your review:
PPT_Using Data to Make Instructional Decisions
PDESAS.org ---- Use this site for creating assessments. You must first register and create a user name and password. Go to SAS Tools and then Assessments. You can create assessments by using questions that are already in the bank or creating new ones.
Resources
Anatomy of Measurement. Videos from National Council on Measurement in Education. Retrieved on July 15, 2020 from https://ncme.elevate.commpartners.com/
Assessment Glossary. National Council on Measurement in Education. Retrieved on July 15, 2020 from https://www.ncme.org/resources/glossary
Clay, Ben (2001). Is This a Trick Question? Kansas Curriculum Center, Kansas State Department of Education. Retrieved on 7.21.2020 from https://www.k-state.edu/ksde/alp/resources/Handout-Module6.pdf
Creating a Rubric: An Online Tutorial for Faculty. Retrieved on July 21, 2020 from https://www.ucdenver.edu/faculty_staff/faculty/center-for-faculty-development/Documents/Tutorials/Rubrics/3_creating/index.htm
Go React: 30 Fresh Ideas for Adding Formative Assessment to Your Teaching. Retrieved on July 23, 2020 from https://cdn2.hubspot.net/hubfs/2123109/Content_Offers/Formative%20Assessment/30%20Formative%20Feedback%20Ideas%20From%20GoReact.pdf?utm_campaign=CO%20-%20TE%20-%2030%20Fresh%20Ideas%20for%20Formative%20Assessment&utm_medium=email&_hsmi=78384389&_hsenc=p2ANqtz-9uyBk33PR4Bs2_5RtZDkpzswwBd103OVq1E6qkVaZyHi1I5eC5a823rPwpuRLUFyCUOUjkMBfgbd9FiNeWYHWA-euISQ&utm_content=78384389&utm_source=hs_automation
McMillan, Classroom Assessment: Principals and Practice for Effective Standards-Based Instruction, 6th Edition; Pearson Education, Inc.: Upper Saddle River, NJ
"Summary Data on Teacher Effectiveness, Teacher Quality, and Teacher Qualifications," National Council for Accreditation of Teacher Education (NCATE), 2000 http://www.ncate.org/resources/factsheettq.htm